Uloga i značaj konsultacija sa decom u obrazovanju ; The role and importance of consulting children in education

Abstract

U radu se diskutuje značaj koji konsultativni proces sa decom u školi ima u kreiranju konteksta koji će podsticati njihov razvoj i učenje, obezbediti poštovanje prava deteta i donošenje odluka koje su u njihovom najboljem interesu. Predstavljene su i najčešće prepreke koje otežavaju proces konsultacija s učenicima, kako na nivou pojedinaca (nastavnika) i njihove ideje o prirodi deteta i ulozi participativnih iskustava u razvoju i učenju tako i na nivou obrazovnog sistema koji je odraslocentričan i nedovoljno inkluzivan kada je o reč o slušanju i uvažavanju perspektive učenika. Prepreke za konsultativni proces su diskutovane u svetlu različitih participativnih projekata i istraživanja koja ukazuju na važnost konsultacija učenika. Date su preporuke za uspostavljanje prakse demokratskog dijaloga u školama, koje pretpostavljaju kako restrukturaciju, tj. promenu stavova odraslih aktera obrazovnog procesa, tako i rekulturaciju, tj. promenu načina na koji školski sistem funkcioniše. ; This paper discusses the importance of the consultation process with children in schools for creating a context that will stimulate their development and learning and ensure that children's rights are respected and that decisions are made in their best interest. The paper also looks at the most common obstacles that impede the process of consultation with students, both at the level of the individual (the teacher) and their ideas about the nature of children and the role of participatory experiences in development and learning, and at the level of the education system which is adult-centric and insufficiently inclusive with regard to listening to and acknowledging the students' perspective. Obstacles to the consultation process are discussed with reference to various participatory projects and studies that highlight the importance of consulting with students. Recommendations are given for establishing the practice of democratic dialogue in schools, which requires both restructuring, i.e. a change in the attitude of adult actors in the education process, and reculturation, i.e. a change in the way in which the school system functions.